Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

The Legacy of Imperialism

Teacher Page

A WebQuest for 10th Grade World History

Designed by

Shawn Carey
scarey@dphs.org

 

Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

Introduction

This lesson was developed as part of the University of California's Preparing Tomorrow's Teachers To Use Technology Project which is funded by the U.S. Department of Education.

I developed this lesson because there is such a wide-ranging array of case studies for teaching and learning about Imperialism.  Though they are all important, especially in a World History framework dominated the Western perspective, to study each one to a meaningful degree would be overwhelming in terms of time and attention span.  With this project, students become experts on at least one colony and can compare their findings with the general patterns of Imperialism. 

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Learners

This lesson is designed for use in a 10th grade World History course.  Because it depends upon a high degree of self-directed learning and in-depth analysis, it may be better suited for an advanced class, though it could be modified for other groups of students.

Before beginning this lesson, the students should have an understanding of the definition and motives for Imperialism, as well as its connection to the Industrial Revolution. In addition, students should be able to successfully navigate the Internet and appropriately cite any sources used.  They should be ready to distinguish which information is the most relevant or important when researching a given topic.
 
 

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Curriculum Standards
This WebQuest will help students build knowledge to meet 2 of the existing standards for the state of California:

Social Studies Standards Addressed

Standards that Address Imperialism (10.4):

• 10.4.1 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America and the Philippines, in terms of the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by search for national hegemony, Social Darwinism and the missionary impulse; material issues such as land, resources and technology.
  
• 10.4.2 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America and the Philippines, in terms of the location of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
  
• 10.4.3 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America and the Philippines, in terms of imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
• 10.4.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America and thePhilippines, in terms of the independence struggles of the colonized regions of the world, including the role of leaders, such as Sun Yat-sen in China, and the role of ideology and religion.

Standards that Address Nation-Building in the Contemporary World (10.10):
 

• 10.10.1 Students analyze instances of nation-building in the contemporary world in two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, or China, in terms of challenges in the region, including its geopolitical, cultural, military, and economic  significance and the international relationships in which it is involved.
  
• 10.10.2 Students analyze instances of nation-building in the contemporary world in two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, or China, in terms of the recent history of the region, including the political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
  
• 10.10.3 Students analyze instances of nation-building in the contemporary world in two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, or China, in terms of the important trends in the region today and whether they appear to serve the cause of individual freedom and democracy.

In addition to direct content knowledge, this WebQuest requires that students analyze information and then synthesize their own interpretation of the facts.  The fact that they have to arrive at a group consensus means that they will have to employ critical -thinking and compromise skills.

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Process

In reference to the Process section of the Student Page, there are a few additional recommendations for the classroom teacher:
 

• Because this WebQuest requires such a high level of analysis and collaboration among group members, the teacher should carefully consider how to group the students. 
• Budget at least 8-10  days (1 hr/day) to complete this project.  Remember that you will probably need to reserve lab time for multiple days to allow stduents adequate time for research or preparing a PowerPoint presentation (Historians' portion).
• This WebQuest is ambitious.  Modeling portions of the project, especially for less advanced students, is suggested.
• There are many resources beyond a textbook or the Internet that a teacher could encourage students to use.  (See "Resources" below for examples.)
• Remember that the WebQuest should culminate in a well-structured class debate.  The teacher should be familiar with strategies for monitoring a debate.

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Resources Needed

Necessary or supplemental materials for this WebQuest include:

• Class sets of a World History textbook.  Chapters 11 and 18 of  Modern World History: Patterns of Interaction (McDougal Littell), which is closely aligned with California State Standards is an excellent resource.
• Internet and Microsoft Office access for all groups--a lab setting is ideal.
• Main classroom computer with TV hook-up or some other display tool for PowerPoint presentations, etc.
• Art supplies for creating posters/other visual aids.
• Other supplementary materials.  Films such as Gandhi and Indochine are excellent examples. Students should consider interviewing community members who have traveled to or lived in any of the countries in study.  Essays or novels, even if fictionalized, can help develop students' grasp of life under colonialism.

Evaluation

In reference to the "Evaluation" section of the Student Page, groups have been successful if their presentations are engaging and easy to learn from.  They, in effect, are serving as the teachers through their final product.
 

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Conclusion

As mentioned in the Introduction, California State Standards for World History pay relatively scant attention to non-Western perspectives.  By implementing this WebQuest, or some other in-depth study of the short- and long-term effects of Imperialism, we as teachers do justice to the course title "World History."  Additionally, Imperialism is not just a phenomenon of the past. In many far-reaching though subtle ways, new forms of political, economic, and cultural Imperialism are at work today. 

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Credits & References

Beck, Roger B., et al.  Modern World History:  Patterns of Interaction.  McDougal Littell:  Evanston, Illinois, 1999.

"Colonialism:  European Modernization Exported."  Western Europe in the Modern World, Section 3.  Teachers' Curriculum Institute:  History Alive! Palo Alto, California, 1994. 

Special thanks to the professionals working through the PT3 grant at University of California, Santa Barbara.
 
 

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